Learning, Intelligence and Social Environment: epistemological conceptions

Detalhes bibliográficos
Autor(a) principal: Becker, Fernando
Data de Publicação: 2024
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666
Resumo: The text analyses questions 12-14 of the 24 included in the research entitled Epistemology of the Mathematics Teacher (Becker, 2012b), based on interviews with 17 teachers from Peru, Chile and Uruguay. The general aim is to identify the epistemological conceptions underlying mathematics teaching, specifically to learn how teachers explain the learning abilities of students from different social backgrounds and if they think intelligence is inherited. Teachers: display empiricist or aprioristic, rather than constructivist epistemologies; believe intellectual abilities are inherited and differentiated by the environment; and undervalue the action of the subject. The theoretical reference is Genetic Epistemology.
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spelling Learning, Intelligence and Social Environment: epistemological conceptionsAprendizagem, Inteligência e Meio Social: concepções epistemológicasEpistemology of the Mathematics TeacherLearning AbilityThe Role of Social EnvironmentInherited IntelligenceConstructivist InteractionismEpistemologia do Professor de MatemáticaCapacidade de AprendizagemFunção do Meio SocialInteligência HerdadaInteracionismo ConstrutivistaThe text analyses questions 12-14 of the 24 included in the research entitled Epistemology of the Mathematics Teacher (Becker, 2012b), based on interviews with 17 teachers from Peru, Chile and Uruguay. The general aim is to identify the epistemological conceptions underlying mathematics teaching, specifically to learn how teachers explain the learning abilities of students from different social backgrounds and if they think intelligence is inherited. Teachers: display empiricist or aprioristic, rather than constructivist epistemologies; believe intellectual abilities are inherited and differentiated by the environment; and undervalue the action of the subject. The theoretical reference is Genetic Epistemology.O texto relata a análise das questões 12-14, dentre as 24 da pesquisa Epistemologia do Professor de Matemática (Becker, 2012b), cujos dados provêm de entrevistas a 17 docentes de Matemática do Peru, Chile e Uruguai. O objetivo geral é o de identificar as concepções epistemológicas que fundam o ensino de Matemática; o específico é saber como os docentes explicam as capacidades de aprendizagem de alunos de diferentes meios sociais e se pensam que inteligência é herdada. Os docentes revelam epistemologias empiristas ou aprioristas, não construtivistas; creem que nascemos com capacidades inteligentes e o meio as diferencia; sua concepção de aprendizagem não valoriza a ação do sujeito. A referência teórica é a Epistemologia Genética.FACED - UFRGS2024-01-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/12466610.1590/2175-6236124666vs01Educação & Realidade [Education & Reality]; Vol. 48 (2023)Educação & Realidade; v. 48 (2023)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666/91183https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666/91184Copyright (c) 2023 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBecker, Fernando2024-01-15T19:00:59Zoai:seer.ufrgs.br:article/124666Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2024-01-15T19:00:59Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Learning, Intelligence and Social Environment: epistemological conceptions
Aprendizagem, Inteligência e Meio Social: concepções epistemológicas
title Learning, Intelligence and Social Environment: epistemological conceptions
spellingShingle Learning, Intelligence and Social Environment: epistemological conceptions
Becker, Fernando
Epistemology of the Mathematics Teacher
Learning Ability
The Role of Social Environment
Inherited Intelligence
Constructivist Interactionism
Epistemologia do Professor de Matemática
Capacidade de Aprendizagem
Função do Meio Social
Inteligência Herdada
Interacionismo Construtivista
title_short Learning, Intelligence and Social Environment: epistemological conceptions
title_full Learning, Intelligence and Social Environment: epistemological conceptions
title_fullStr Learning, Intelligence and Social Environment: epistemological conceptions
title_full_unstemmed Learning, Intelligence and Social Environment: epistemological conceptions
title_sort Learning, Intelligence and Social Environment: epistemological conceptions
author Becker, Fernando
author_facet Becker, Fernando
author_role author
dc.contributor.author.fl_str_mv Becker, Fernando
dc.subject.por.fl_str_mv Epistemology of the Mathematics Teacher
Learning Ability
The Role of Social Environment
Inherited Intelligence
Constructivist Interactionism
Epistemologia do Professor de Matemática
Capacidade de Aprendizagem
Função do Meio Social
Inteligência Herdada
Interacionismo Construtivista
topic Epistemology of the Mathematics Teacher
Learning Ability
The Role of Social Environment
Inherited Intelligence
Constructivist Interactionism
Epistemologia do Professor de Matemática
Capacidade de Aprendizagem
Função do Meio Social
Inteligência Herdada
Interacionismo Construtivista
description The text analyses questions 12-14 of the 24 included in the research entitled Epistemology of the Mathematics Teacher (Becker, 2012b), based on interviews with 17 teachers from Peru, Chile and Uruguay. The general aim is to identify the epistemological conceptions underlying mathematics teaching, specifically to learn how teachers explain the learning abilities of students from different social backgrounds and if they think intelligence is inherited. Teachers: display empiricist or aprioristic, rather than constructivist epistemologies; believe intellectual abilities are inherited and differentiated by the environment; and undervalue the action of the subject. The theoretical reference is Genetic Epistemology.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666
10.1590/2175-6236124666vs01
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666
identifier_str_mv 10.1590/2175-6236124666vs01
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666/91183
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/124666/91184
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 48 (2023)
Educação & Realidade; v. 48 (2023)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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